Week Two Special Education – Glimpse from the Other Side

Week 2 - Discussion: Glimpse from the Other side
Markus is a 13 year-old boy identified on the mild to moderate sector of the autism spectrum. In earlier grades, Markus seemed attentive and motivated, and had a few peer friends who would play with him and even get together occasionally on weekends. However, across the past year he has struggled both academically and socially. He enjoys computers and science activities, though he is functioning behind his classmates in all subject areas. Markus has received instruction in general education classrooms with increasing pull-in supports. His expressive and receptive language levels are below grade level. Markus has profited from use of text to speech computer programs and the use of visual aids for learning.
Recently, Markus' behavior in many of his classes has changed. He has begun to engage in behaviors associated with frustration, such as becoming agitated and off-task, non-responsiveness to teacher directions, and often refusing to participate in peer or one-to-one learning activities with the teacher or paraprofessional. Several teachers have remarked that the behaviors have begun to disrupt the flow of the classroom. He also seems increasingly reluctant to interact with peers. Markus' teachers feel that these behaviors stem from his frustration with aspects of the general classroom environment such as the pace of instruction, the larger groups of students in the classroom, and the increasing complexity of the subject matter amongst other things.
Markus' parents feel strongly that an inclusive classroom setting is best for Markus, as they want to see him develop skills that will enable him to transition to adulthood. Therefore, they were not pleased when, at the recent IEP meeting, several teachers indicated that a pull-out placement might be a more effective learning environment for Markus at this time. In the past, Markus' parents had enrolled him in a number of community activities, but Markus' non-participation had resulted in pulling out of most activities.
At the recent meeting Markus' parents commented: "School is about more than academics. It's also a place where children get a sense of their relationship to the world in which they live.” School, to Markus' parents, seems the only place where Markus can be assured an inclusive environment--something they believe is essential to Markus also feeling part of his community--now and in the future. They have strongly stated their desire that he remain in fully inclusive classes.
Place yourself in Markus' parents' position as you respond to the forum.
· How do you think Markus' parents are feeling about the possibility of his placement in an intervention class?
· What do Markus' parents need most from education professionals at this time? What does Markus need most from education professionals at this time? If these needs are different, how can they be reconciled?
· What are their legal rights with respect to Markus' education?
· What ethical principles should be affirmed in the interaction between Markus' parents and his school/teachers?
· What strategy do you feel is essential to continuing collaboration between Markus' parents and his teachers? What should this strategy accomplish?